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GNU social

GNU social (and its predecessor StatusNet) is a largely defunct free and open-source microblogging social networking service that implements the OStatus and ActivityPub standards for interoperability between installations. While offering similar functionality to social networks such as Twitter, GNU social seeks to provide the ability for open and federated communication between different microblogging communities, known as 'instances'. Both enterprises and individuals can install and control their own instances and user data. At its peak in popularity, GNU social had been deployed on hundreds of interconnected instances, however has since fallen into disuse as competing software like Mastodon and Pleroma have taken its position as the dominant federated microblogging services. Later on in its lifespan, the project split into two separate branches, with "v2" being a continuation of the original codebase for maintenance of existing instances, with "v3" being a complete redesign of the project meant to integrate further ActivityPub support and modernization of the user experience and its technological back-end. As of August 15, 2022, there had been no new commits to the v2 branch, with the v3 branch also no longer being actively developed not long after by November 25, 2022, with the project essentially abandoned. Despite its modern obsolescence and dated design compared to modern platforms, GNU social and StatusNet is regarded to be the origin of the Fediverse network and has had a major influence on the design of more modern decentralized social networks that succeeded it. == History == While being the main project within its lineage, GNU social originally began as a fork of StatusNet. The software was first developed for a service called identi.ca from Evan Prodromou, which offered free microblogging accounts to the public. The software quickly became one of the first popular examples of a decentralized social network, as identi.ca allowed any other server that was running the software to communicate with it, something which had not previously been attempted before in social media at such a large scale. === StatusNet === Originally, StatusNet (named Laconica at the time) was launched with a communication protocol designed specifically for the project called OpenMicroBlogging (OMB). With version 0.8.1, the name of the software was changed to StatusNet. Version 0.9.0 was released soon after in March 3, 2010, with the developers implementing a newly designed protocol dubbed OStatus, with support for OMB being dropped not long after. Compared to OpenMicroBlogging, OStatus could handle and federate more events and actions than the basic plaintext communication that OMB provided and was based on a variety of other web technologies, allowing for easier adoption of new implementations of the protocol for servers and clients compared to the fully custom architecture of OMB. With the StatusNet name change, the company developing both the software and OStatus as well as managing identi.ca rebranded from Control Yourself to StatusNet Inc. In August 2010, the company raised a new round of venture capital funds to establish a hosting service under the status.net domain from sources such as First Mark Capital, BOLDstart Ventures, iNovia Capital and Montreal Start Up, raising over $2.3 million in funding up to that point. The hosting service allowed anyone to establish their own StatusNet instance without maintaining a server, similar to WordPress.com and other blogging platforms. New registrations on identi.ca along with the ability to create new status.net instances was disabled in December 2012, in preparation for a migration to pump.io that has since been named by users of StatusNet and OStatus as "the Pumpocalypse". pump.io was a brand new software package like StatusNet, but with a new protocol designed for general purpose activity streams outside of microblogging and ease-of-use for developers building on the technology, much like the transition from OMB to OStatus. The announcement was seen as unexpected among identi.ca users, who were concerned about the possibility of their statuses being deleted with the transition. At the same time, server administrators running third-party instances and their users who were left behind on StatusNet were also worried, as it was unclear at the time whether future development of the software would be picked up by a new maintainer. The transition for identi.ca users to pump.io was completed on 12 July 2013. ==== Previous names ==== The original name of StatusNet was Laconica, a reference to the Laconic phrase; a particularly brief statement commonly attributed to the leaders of Sparta (Laconia being the Greek region containing Sparta). In microblogging, all messages are designed to be very short due to the traditional 140-character limit on message size, a limitation imported from SMS. Beginning with version 0.8.1, the name was changed to StatusNet. The developers said that the new name "simply reflects what our software does: send status updates into your social network." === GNU social === GNU social originally began as a side project of GNU FM (Libre.fm) maintainer Matt Lee, with the goal of being able to federate messages between Last.fm and other instances of GNU FM using StatusNet plugins. Around the same time, a developer named Mikael Nordfeldth forked StatusNet with the intention of maintaining it as a personal project, dubbing it "Free Social". However, following identi.ca's transition to pump.io and its developers' sudden abandonment of StatusNet, the projects received more attention from server administrators and other users looking for an actively updated alternative. Shortly after LibrePlanet 2012, a plan was formed to merge all three projects into a single service. On June 8, 2013, it was announced that along with Free Social, StatusNet would be merged into the GNU social project and stewarded by the Free Software Foundation, with the project since becoming the dominant variant of StatusNet. During GNU social's lifespan, a popular theme for the user interface named Quitter was used, which was similar to an earlier Twitter interface. Many instances were made specifically using the name Quitter such as Quitter.se, an instance created by the developer of the theme. Before the establishment of Mastodon's popularity and dominance within the network, Quitter was noted as a frequent location for users of Twitter to migrate to when users disagreed with moderation policies or feature updates, such as when an algorithmic feed was added to Twitter. A fork of GNU social was made called postActiv, which planned to rewrite the backend and user interface of GNU social, as well as to add compatibility for Diaspora's protocol. == Features == A basic GNU social instance takes the form of a microblogging service with a reverse chronological timeline that features status updates and small messages from followed accounts, similar to other services such as Twitter or Weibo. While users could see their own customized timeline, they could access another timeline that showcased every message that the instance knows of, including from other instances that were connected to each other if someone on the instance followed an account from it. Users could also create and join groups, which allows for discussion and collaboration on specific topics. Administrators can also customize their server via the plugin system, which allows developers to create new features or modify existing plugins to suit the needs of the instance via PHP. A notable plugin built for GNU social was Quitter, a revamp of the user interface that resembles an earlier version of Twitter's user interface.
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Magnetoquasistatic field

A magnetoquasistatic field is a class of electromagnetic field in which a slowly oscillating magnetic field is dominant. A magnetoquasistatic field is typically generated by low-frequency induction from a magnetic dipole or a current loop. The magnetic near-field of such an emitter behaves differently from the more commonly used far-field electromagnetic radiation. At low frequencies the rate of change of the instantaneous field strength with each cycle is relatively slow, giving rise to the name "magneto-quasistatic". The near field or quasistatic region typically extends no more than a wavelength from the antenna, and within this region the electric and magnetic fields are approximately decoupled. Weakly conducting non-magnetic bodies, including the human body and many mineral rocks, are effectively transparent to magnetoquasistatic fields, allowing for the transmission and reception of signals through such obstacles. Also, long-wavelength (i.e. low-frequency) signals are better able to propagate round corners than shorter-wave signals. Communication therefore need not be line-of-sight. The communication range of such signals depends on both the wavelength and the electromagnetic properties of the intervening medium at the chosen frequency, and is typically limited to a few tens of meters. == Physical principles == The laws of primary interest are Ampère's circuital law (with the displacement current density neglected) and the magnetic flux continuity law. These laws have associated with them continuity conditions at interfaces. In the absence of magnetizable materials, these laws determine the magnetic field intensity H given its source, the current density J. H is not everywhere irrotational. However, it is solenoidal everywhere. == Equipment design == A typical antenna comprises a 50-turn coil around a polyoxymethylene tube with diameter 16.5 cm, driven by a class E oscillator circuit. Such a device is readily portable when powered by batteries. Similarly, a typical receiver consist of an active receiving loop with diameter of one meter, an ultra-low-noise amplifier, and a band-pass filter. In operation the oscillator drives current through the transmitting loop to create an oscillating magnetic field. This field induces a voltage in the receiving loop, which is then amplified. Because the quasistatic region is defined within one wavelength of the electromagnetic source, emitters are limited to a frequency range between about 1 kHz and 1 MHz. Reducing the oscillating frequency increases the wavelength and hence the range of the quasistatic region, but reduces the induced voltage in the receiving loops which worsens the signal-to-noise ratio. In experiments carried out by the Carnegie Institute of Technology, the maximum range reported by was 50 meters. == Applications == === Resonant inductive coupling === In resonant coupling, the source and receiver are tuned to resonate at the same frequency and are given similar impedances. This allows power as well as information to flow from the source to the receiver. Such coupling via the magnetoquasistatic field is called resonant inductive coupling and can be used for wireless energy transfer. Applications include induction cooking, induction charging of batteries and some kinds of RFID tag. === Communications === Conventional electromagnetic communication signals cannot pass through the ground. Most mineral rock is neither electrically conducting nor magnetic, allowing magnetic fields to penetrate. Magnetoquasistatic systems have been successfully used for underground wireless communication, both surface-to-underground and between underground parties. At extremely low frequencies, below about 1 kHz, the wavelength is long enough for long-distance communication, although at a slow data rate. Such systems have been installed in submarines, with the local antenna comprising a wire up to several kilometers in length and trailed behind the vessel when at or near the surface. === Position and orientation tracking === Wireless position tracking is being increasingly used in applications such as navigation, security, and asset tracking. Conventional position tracking devices use high frequencies or microwaves, including global positioning systems (GPS), ultra-wide band (UWB) systems, and radio frequency identification systems (RFID), but these systems can easily be blocked by obstacles in their path. Magnetoquasistatic positioning takes advantage of the fact that the fields are largely undisturbed when in the presence of human beings and physical structures, and can be used for both position and orientation tracking for ranges up to 50 meters. To accurately determine the orientation and position of a dipole/emitter, allowance must be made not only for the field pattern generated by the emitter, but also for the eddy-currents they induce in the earth, which create secondary fields detectable by the receivers. By using complex image theory to correct this field generation from earth, and by using frequencies on the order of a few hundred kilohertz to obtain the required signal-to-noise ratio (SNR), it is possible to analyze the position of the dipole through azimuthal orientation, θ {\displaystyle \theta } , and inclination orientation, ϕ {\displaystyle \phi } . A Disney research team has used this technology to effectively determine the position and orientation of an American football, something not traceable through conventional wave propagation techniques due to human body obstruction. They inserted an oscillator-driven coil, around the diameter of the center of the ball, to generate the magnetoquasistatic field. The signal was able to pass undisturbed through multiple players.
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Digital media in education

Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.
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Digital media in education

Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.
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Supermind AI

Supermind is a state-funded Chinese artificial intelligence platform that tracks scientists and researchers internationally. The platform is the flagship project of Shenzhen's International Science and Technology Information Center. It mines data from science and technology databases such as Springer, Wiley, Clarivate and Elsevier. It is intended to detect technological breakthroughs and to identify possible sources of talent as part of China's efforts to advance technologically. The platform also uses government data security and security intelligence organizations such as Peng Cheng Laboratory, the China National GeneBank, BGI Group and the Key Laboratory of New Technologies of Security Intelligence. According to Hong Kong-based Asia Times, the platform, "While not an overt espionage tool...may be used to identify key personnel who could be bribed, deceived or manipulated into divulging classified information". The Organisation for Economic Co-operation and Development (OECD) flagged the project as an incident, meaning it may be of interest to policymakers and other stakeholders. US technology group American Edge Project criticized the project as a global risk of China's security services using the platform to place agents in jobs with access to important information, recruit technical personnel, and identify targets for hacking operations.
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Librem

Librem is a line of computers manufactured by Purism, SPC featuring free (libre) software. The laptop line is designed to protect privacy and freedom by omitting non-free (proprietary) software in their operating system and kernel, avoiding the Intel Active Management Technology, and gradually freeing and securing firmware. Librem laptops feature hardware kill switches for the microphone, webcam, Bluetooth and Wi-Fi. == Models == === Laptops === ==== Librem 13, Librem 15 and Librem 14 ==== In 2014, Purism launched a crowdfunding campaign on Crowd Supply to fund the creation and production of the Librem 15 laptop, conceived as a modern alternative to existing open-source hardware laptops, all of which used older hardware. The 15 in the name refers to its 15-inch screen size. The campaign succeeded after extending the original campaign, and the laptops were shipped to backers. In a second revision of the laptop, hardware kill switches for the camera, microphone, Wi-Fi, and Bluetooth were added. After the successful launch of the Librem 15, Purism created another campaign on Crowd Supply for a 13-inch laptop named Librem 13, which also came with hardware kill switches similar to those on the Librem 15v2. The campaign was again successful and the laptops were shipped to customers. Purism announced in December 2016 that it would start shipping from inventory rather than building to order with the new batches of Librem 15 and 13. As of January 2023, Purism has one laptop model in production, the Librem 14. ==== Comparison of laptops ==== === Librem Mini === The Librem Mini is a small form factor desktop computer, which began shipping in June 2020. === Librem 5 === On August 24, 2017, Purism began a crowdfunding campaign for the Librem 5, a smartphone aimed to run 100% free software, which would "[focus] on security by design and privacy protection by default". Purism claimed that the phone would become "the world's first ever IP-native mobile handset, using end-to-end encrypted decentralized communication." Purism cooperated with KDE and GNOME in its development of Librem 5. Security features of the Librem 5 include separation of the CPU from the baseband processor, which, according to Linux Magazine, makes the Librem 5 unique in comparison to other mobile phones. The Librem 5 also features hardware kill switches for Wi-Fi and Bluetooth communication and the phone's camera, microphone, and baseband processor. The default operating system for the Librem 5 is Purism's PureOS, a Debian derivative. The operating system uses a new user interface named Phosh, based on Wayland, wlroots, GTK and GNOME middleware. It is planned that Phosh/Plasma Mobile, Ubuntu Touch, and postmarketOS can also be installed on the phone. The release of the Librem 5 has been postponed several times. In September 2018, Purism announced that the launch date of Librem 5 would be moved from January to April 2019, because of two hardware bugs and the holiday season in Europe and North America. The Librem 5's DevKits for software developers were shipped in December 2018. The launch date was later postponed to the third quarter because of the necessity of further CPU tests. On September 24, 2019, Purism announced that the first batch of Librem 5 phones had begun shipping. The finished version of the Librem 5, known as "Evergreen", was finally shipped on November 18, 2020. === Librem Server === The Librem server is a rack mounted server, released to the public in December 2019. === Librem Key === Announced on 20 September 2018, the Librem Key is a hardware USB security token with multiple features, including integration with a tamper-evident Heads BIOS, which ensures that the Librem laptop Basic Input/Output System (BIOS) was not maliciously altered since the last laptop launch. The Librem Key also features one-time password storage with 3x HMAC-based One-time Password algorithm (HOTP) (RFC 4226) and 15 x Time-based One-time Password algorithm (TOTP) (RFC 6238) and an integrated password manager (16 entries), 40 kbit/s true random number generator, and a tamper-resistant smart card. The key supports type A USB 2.0, has dimensions of 48 x 19 x 7 mm, and weighs 6 g. == Operating system == Initially planning to preload its Librem laptops with the Trisquel operating system, Purism eventually moved off the Trisquel platform to Debian for the 2.0 release of its PureOS Linux operating system. As an alternative to PureOS, Librem laptops are purchasable with Qubes OS preinstalled. In December 2017, the Free Software Foundation added PureOS to its list of endorsed GNU/Linux distributions. == BIOS == In 2015, Purism began research to port the Librem 13 to coreboot but the effort was initially stalled. By the end of the year, a coreboot developer completed an initial port of the Librem 13 and submitted it for review. In December 2016, hardware enablement developer Youness Alaoui joined Purism and was tasked to complete the coreboot port for the original Librem 13 and prepare a port for the second revision of the device. Since summer 2017, new Librem laptops are shipped with coreboot as their standard BIOS, and updates are available for all older models. Purism calls a collection of these six components, involved in the boot process, as PureBoot: Neutralized and disabled Intel Management Engine coreboot A Trusted Platform Module (TPM) chip Heads, which has tamper-evident features to detect if the BIOS or important boot files have been modified Librem Key, Purism's USB security token Multi-factor authentication that unlocks disk encryption using the Librem Key PureBoot protects the users from various attacks like theft, BIOS malware and kernel rootkits, vulnerabilities and malicious code in the Intel Management Engine, and interdiction.
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Contact center telephony

In marketing, contact center telephony is the communication and collaboration system used by businesses to either manage high volumes of inbound queries or outbound telephone calls keeping their workforce or agents productive and in control to serve or acquire customers. This business communication system is an extension of computer telephony integration (CTI). == Overview == The interactions between callers and customer service representatives are supported by the collective system of computers, telephones and the Internet. The shift from CTI to contact center telephony is marked by the sheer change in the customer’s behavior when it comes to communication. Means customers are no longer confined only to voice-based communication i.e. phone to connect with their customer service departments. In addition, they are making use of email, SMS, chat, social media, and other virtual contact channels. This is also the reason for the shift in nomenclature from "call centers" to "contact centers", "contact" being a wider term than "call". Respecting the trend, contact center owners need to adopt unified communication or multi-channel approach to let customers get in touch with them via their preferred communication mediums, either voice or non-voice (data). Cloud-based phone system is a further advancement in the direction as it allows operators to access all the features and benefits of call center telephony over the Web against an affordable & flexible pay-as-you-go subscription model. Thus, in-house infrastructure deployment to manage public switched telephone networks, storage, communication applications, and collaboration servers is no more an obligation. Neither is the need to invest resources for their upgrade, repair, maintenance and security as cloud vendor would be responsible for the same. == India == India, a popular call center business process outsourcing destination, often uses a cloud-based phone system in order to cut operational expenses and downtime, and increase connectivity. == Promotion == Businesses can rely on contact center telephony services to respond to their customers’ queries over phone, email, chat, fax, etc. Integrating it with their customer relationship management tools, entire contact details of customers and their interaction sessions with different customer service representatives can be found at one place. The combination can manage not just sales and marketing but also deliver excellent post-sales customer service or technical support to allow customers derive the most from their products or services. Hence, it’s becoming instrumental in increasing customer satisfaction and loyalty and most of the call center services in India are taking refuge from it. The entire contact center telephony service can be availed by professionals over a browser. Hence, businesses can leverage the concept of BYOD (bring your own device) and mobility and serve their customers well using mobile applications. According to market analysts, BYOD increases satisfaction among workforce, and hence their individual and collective productivity as well. BYOD programme significantly reduces the TCO (total cost of ownership) as professionals prefer to work with their own devices rather than using company-provisioned devices. Next, they tend to be more caring towards such devices and can even shell out money to update and upgrade those when required. Integration of IM, along with audio and video conferencing services helps call center or contact center representatives to get real time assistance from their peers or seniors to resolve any complex issues. They can internally exchange information and knowledge articles as and when required. Real-time call monitoring/barging system can be used by quality assessment team to provide important guidelines to agents to maintain the standard of the service as per industry norms. Integrated recording feature is helpful for internal training and quality purposes to improve productivity and customer satisfaction in equal measures. It also helps in getting business insights and improving products or services to gain deeper penetration into the market.
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End-to-end encryption

End-to-end encryption (E2EE) is a method of implementing a secure communication system where only the sender and intended recipient can read the messages. No one else, including the system provider, telecom providers, Internet providers or malicious actors, can access the cryptographic keys needed to read or send messages. End-to-end encryption prevents data from being read or secretly modified, except by the sender and intended recipients. In many applications, messages are relayed from a sender to some recipients by a service provider. In an E2EE-enabled service, messages are encrypted on the sender's device such that no third party, including the service provider, has the means to decrypt them. The recipients retrieve encrypted messages and decrypt them independently on their own devices. Since third parties cannot decrypt the data being communicated or stored, services with E2EE are better at protecting user data from data breaches and espionage. Computer security experts, digital freedom organizations, and human rights activists advocate for the use of E2EE due to its security and privacy benefits, including its ability to resist mass surveillance. Popular messaging apps like WhatsApp, iMessage, Facebook Messenger, and Signal use end-to-end encryption for chat messages, with some also supporting E2EE of voice and video calls. As of May 2025, WhatsApp is the most widely used E2EE messaging service, with over 3 billion users. Meanwhile, Signal with an estimated 70 million users, is regarded as the current gold standard in secure messaging by cryptographers, protestors, and journalists. Since end-to-end encrypted services cannot offer decrypted messages in response to government requests, the proliferation of E2EE has been met with controversy. Around the world, governments, law enforcement agencies, and child protection groups have expressed concerns over its impact on criminal investigations. As of 2025, some governments have successfully passed legislation targeting E2EE, such as Australia's Telecommunications and Other Legislation Amendment Act (2018) and the Online Safety Act (2023) in the UK. Other attempts at restricting E2EE include the EARN IT Act in the US and the Child Sexual Abuse Regulation in the EU.[1] Nevertheless, some government bodies such as the UK's Information Commissioner's Office and the US's Cybersecurity and Infrastructure Security Agency (CISA) have argued for the use of E2EE, with Jeff Greene of the CISA advising that "encryption is your friend" following the discovery of the Salt Typhoon espionage campaign in 2024. == Definitions == End-to-end encryption is a means of ensuring the security of communications in applications like secure messaging. Under E2EE, messages are encrypted on the sender's device such that they can be decoded only by the final recipient's device. In many non-E2EE messaging systems, including email and many chat platforms, messages pass through intermediaries and are stored by a third party service provider, from which they are retrieved by the recipient. Even if messages are encrypted, they are only encrypted 'in transit', and are thus accessible by the service provider. Server-side disk encryption is also distinct from E2EE because it does not prevent the service provider from viewing the information, as they have the encryption keys and can simply decrypt it. The term "end-to-end encryption" originally only meant that the communication is never decrypted during its transport from the sender to the receiver. For example, around 2003, E2EE was proposed as an additional layer of encryption for GSM or TETRA, in addition to the existing radio encryption protecting the communication between the mobile device and the network infrastructure. This has been standardized by SFPG for TETRA. Note that in TETRA, the keys are generated by a Key Management Centre (KMC) or a Key Management Facility (KMF), not by the communicating users. Later, around 2014, the meaning of "end-to-end encryption" started to evolve when WhatsApp encrypted a portion of its network, requiring that not only the communication stays encrypted during transport, but also that the provider of the communication service is not able to decrypt the communications—maliciously or when requested by law enforcement agencies. Similarly, messages must be undecryptable in transit by attackers through man-in-the-middle attacks. This new meaning is now the widely accepted one. == Motivations == The lack of end-to-end encryption can allow service providers to easily provide search and other features, or to scan for illegal and unacceptable content. However, it also means that content can be read by anyone who has access to the data stored by the service provider, by design or via a backdoor. This can be a concern in many cases where privacy is important, such as in governmental and military communications, financial transactions, and when sensitive information such as health and biometric data are sent. If this content were shared without E2EE, a malicious actor or adversarial government could obtain it through unauthorized access or subpoenas targeted at the service provider. E2EE alone does not guarantee privacy or security. For example, the data may be held unencrypted on the user's own device or accessed through their own app if their credentials are compromised. == Modern implementations == === Messaging === In May 2026, Meta ended support for end-to-end encryption (E2EE) on Instagram, reversing a previous commitment to expand the technology across its messaging services. The company justified the move as a measure to mitigate fraudulent activity and facilitate the detection of harmful content. The decision highlighted a conflict between digital privacy and online safety; while child protection organizations supported the change to better identify predatory behavior, privacy advocates argued that removing E2EE compromises user security. As of 2025, messaging apps like Signal and WhatsApp are designed to exclusively use end-to-end encryption. Both Signal and WhatsApp use the Signal Protocol. Other messaging apps and protocols that support end-to-end encryption include Facebook Messenger, iMessage, Telegram, Matrix, and Keybase. Although Telegram supports end-to-end encryption, it has been criticized for not enabling it by default, instead supporting E2EE through opt-in "secret chats". As of 2020, Telegram did not support E2EE for group chats and no E2EE on its desktop clients. In 2022, after controversy over the use of Facebook Messenger messages in an abortion lawsuit in Nebraska, Facebook added support for end-to-end encryption in the Messenger app. Writing for Wired, technologist Albert Fox Cahn criticized Messenger's approach to end-to-end encryption, which required the user to opt into E2EE for each conversation and split the message thread into two chats which were easy for users to confuse. In December 2023, Facebook announced plans to enable end-to-end encryption by default despite pressure from British law enforcement agencies. As of 2016, many server-based communications systems did not include end-to-end encryption. These systems can only guarantee the protection of communications between clients and servers, meaning that users have to trust the third parties who are running the servers with the sensitive content. End-to-end encryption is regarded as safer because it reduces the number of parties who might be able to interfere or break the encryption. In the case of instant messaging, users may use a third-party client or plugin to implement an end-to-end encryption scheme over an otherwise non-E2EE protocol. === Audio and video conferencing === Signal and WhatsApp use end-to-end encryption for audio and video calls. Since 2020, Signal has also supported end-to-encrypted video calls. In 2024, Discord added end-to-end encryption for audio and video calls, voice channels, and certain live streams. However, they had no plans to implement E2EE for messages. In 2020, after acquiring Keybase, Zoom announced end-to-end encryption would be limited to paid accounts. Following criticism from human rights advocates, Zoom extended the feature to all users with accounts. In 2021, Zoom settled an $85M class action lawsuit over past misrepresentation about end-to-end encryption. The FTC confirmed Zoom previously retained access to meeting keys. === Other uses === Some encrypted backup and file sharing services provide client-side encryption. Nextcloud and MEGA, offer end-to-end encryption of shared files. The term "end-to-end encryption" is sometimes incorrectly used to describe client-side encryption. Some non-E2EE systems, such as Lavabit and Hushmail, have described themselves as offering "end-to-end" encryption when they did not. == Law enforcement and regulation == In 2022, Facebook Messenger came under scrutiny because the messages between a mother and daughter in Nebraska were used to seek criminal charges in an abortion-rel
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Highway network

In machine learning, the Highway Network was the first working very deep feedforward neural network with hundreds of layers, much deeper than previous neural networks. It uses skip connections modulated by learned gating mechanisms to regulate information flow, inspired by long short-term memory (LSTM) recurrent neural networks. The advantage of the Highway Network over other deep learning architectures is its ability to overcome or partially prevent the vanishing gradient problem, thus improving its optimization. Gating mechanisms are used to facilitate information flow across the many layers ("information highways"). Highway Networks have found use in text sequence labeling and speech recognition tasks. In 2014, the state of the art was training deep neural networks with 20 to 30 layers. Stacking too many layers led to a steep reduction in training accuracy, known as the "degradation" problem. In 2015, two techniques were developed to train such networks: the Highway Network (published in May), and the residual neural network, or ResNet (December). ResNet behaves like an open-gated Highway Net. == Model == The model has two gates in addition to the H ( W H , x ) {\displaystyle H(W_{H},x)} gate: the transform gate T ( W T , x ) {\displaystyle T(W_{T},x)} and the carry gate C ( W C , x ) {\displaystyle C(W_{C},x)} . The latter two gates are non-linear transfer functions (specifically sigmoid by convention). The function H {\displaystyle H} can be any desired transfer function. The carry gate is defined as: C ( W C , x ) = 1 − T ( W T , x ) {\displaystyle C(W_{C},x)=1-T(W_{T},x)} while the transform gate is just a gate with a sigmoid transfer function. == Structure == The structure of a hidden layer in the Highway Network follows the equation: y = H ( x , W H ) ⋅ T ( x , W T ) + x ⋅ C ( x , W C ) = H ( x , W H ) ⋅ T ( x , W T ) + x ⋅ ( 1 − T ( x , W T ) ) {\displaystyle {\begin{aligned}y=H(x,W_{H})\cdot T(x,W_{T})+x\cdot C(x,W_{C})\\=H(x,W_{H})\cdot T(x,W_{T})+x\cdot (1-T(x,W_{T}))\end{aligned}}} == Related work == Sepp Hochreiter analyzed the vanishing gradient problem in 1991 and attributed to it the reason why deep learning did not work well. To overcome this problem, Long Short-Term Memory (LSTM) recurrent neural networks have residual connections with a weight of 1.0 in every LSTM cell (called the constant error carrousel) to compute y t + 1 = F ( x t ) + x t {\textstyle y_{t+1}=F(x_{t})+x_{t}} . During backpropagation through time, this becomes the residual formula y = F ( x ) + x {\textstyle y=F(x)+x} for feedforward neural networks. This enables training very deep recurrent neural networks with a very long time span t. A later LSTM version published in 2000 modulates the identity LSTM connections by so-called "forget gates" such that their weights are not fixed to 1.0 but can be learned. In experiments, the forget gates were initialized with positive bias weights, thus being opened, addressing the vanishing gradient problem. As long as the forget gates of the 2000 LSTM are open, it behaves like the 1997 LSTM. The Highway Network of May 2015 applies these principles to feedforward neural networks. It was reported to be "the first very deep feedforward network with hundreds of layers". It is like a 2000 LSTM with forget gates unfolded in time, while the later Residual Nets have no equivalent of forget gates and are like the unfolded original 1997 LSTM. If the skip connections in Highway Networks are "without gates," or if their gates are kept open (activation 1.0), they become Residual Networks. The residual connection is a special case of the "short-cut connection" or "skip connection" by Rosenblatt (1961) and Lang & Witbrock (1988) which has the form x ↦ F ( x ) + A x {\displaystyle x\mapsto F(x)+Ax} . Here the randomly initialized weight matrix A does not have to be the identity mapping. Every residual connection is a skip connection, but almost all skip connections are not residual connections. The original Highway Network paper not only introduced the basic principle for very deep feedforward networks, but also included experimental results with 20, 50, and 100 layers networks, and mentioned ongoing experiments with up to 900 layers. Networks with 50 or 100 layers had lower training error than their plain network counterparts, but no lower training error than their 20 layers counterpart (on the MNIST dataset, Figure 1 in ). No improvement on test accuracy was reported with networks deeper than 19 layers (on the CIFAR-10 dataset; Table 1 in ). The ResNet paper, however, provided strong experimental evidence of the benefits of going deeper than 20 layers. It argued that the identity mapping without modulation is crucial and mentioned that modulation in the skip connection can still lead to vanishing signals in forward and backward propagation (Section 3 in ). This is also why the forget gates of the 2000 LSTM were initially opened through positive bias weights: as long as the gates are open, it behaves like the 1997 LSTM. Similarly, a Highway Net whose gates are opened through strongly positive bias weights behaves like a ResNet. The skip connections used in modern neural networks (e.g., Transformers) are dominantly identity mappings.
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Duck face

Duck face or duck lips is a photographic pose that is common on profile pictures in social networks. The lips are pressed together as in a pout and the cheeks are typically also sucked in. The pose is usually seen as an attempt to appear alluring, but it can be ironic or an attempt to hide self-conscious embarrassment. == History == Fashion models frequently use exaggerated pouts, and self-portraits with a pouty face go back to Rembrandt. In the 1994 film Four Weddings and a Funeral, one of the lead characters, Henrietta, played by Anna Chancellor, is nicknamed Duckface for her pouty expressions. Ben Stiller mocked models' pouty expressions in 1996 comedy sketches and the 2001 feature film Zoolander. The silly expressions made by his narcissistic character have retroactively been identified as an example of duck face. As social networks became popular, young women frequently made exaggeratedly pouty expressions. This became a major fad by the 2010s, provoking a strong negative reaction among some viewers. OxfordDictionaries.com added "duck face" as a new word in 2014 to their list of current and modern words, but it has not been added to the Oxford English Dictionary. In an animal communication studies of capuchin monkeys, the "duck face" term has been used synonymously with "protruded lip face", which females exhibit in the proceptive phase before mating.
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Digital studio

A digital studio provides both a technology-equipped space and technological/rhetorical support to students (commonly at a university) working individually or in groups on a variety of digital projects, such as designing a website, developing an electronic portfolio for a class, creating a blog, making edits, selecting images for a visual essay, or writing a script for a podcast. == History/theory == === Overview === Digital Studios are places with different names but similar objectives. They have risen in response to the need for resources dedicated to improving students' interactions with digital technologies for rhetorical ends. Digital Studios have often been theoretically and administratively linked to writing centers, which are sites where students can seek assistance with their text-based projects. The academic term that has been used for this kind of site (i.e. a writing center with a focus on digital and new media) is multiliteracy center. Besides having a multimodal focus, Digital Studios also make a departure from writing center model in allowing students the freedom to work in the Studio without one-on-one interaction with a writing tutor. === The rise of technology === ==== Computer literacy in popular culture ==== As early as 1983, computer literacy was being hailed in The New York Times as the "new goal in schools." As computer technology became more ubiquitous, and the World Wide Web became more popular and accessible, and as the teaching of computer skills became official US policy with the enactment of the "Technology Literacy Challenge" by the Clinton Administration in 1996, educators across disciplines began to investigate with renewed vigor the role of computer technology in curriculum as both a means and an end. ==== Scholarly interest in 'multiliteracies' ==== The same year that President Clinton initiated the "Technology Literacy Challenge", the New London Group (NLG) issued a call for scholars of literacy pedagogy to account for the burgeoning variety of text forms associated with information and multimedia technologies. This includes understanding and competent control of representational forms that are becoming increasingly significant in the overall communications environment, such as visual images and their relationship to the written word – for instance, visual design in desktop publishing or the interface of visual and linguistic meaning in multimedia. This account for new text forms, combined with a similar account for "increasingly globalized societies," is called 'multiliteracies' by the NLG. ==== Technological literacy in rhetoric and composition ==== Two years later, during the 1998 CCCC Chair's Address, Cynthia Selfe (who founded the peer-reviewed journal Computers and Composition in 1983) addressed professionals in the field of Rhetoric and Composition with an objective similar to that of the NLG, arguing that as a field, composition scholars had "paid technology issues precious little focused attention over the years." She called this lack of attention "dangerously shortsighted." What was needed, Selfe claimed, was for teachers to "pay attention" to "how technology is now inextricably linked with literacy and literacy education in this country." In a way, Selfe's call marked the beginning of a new scholarly interest in what Selfe called "critical technological literacy": Composition teachers, language arts teachers, and other literacy specialists need to recognize that the relevance of technology in the English studies disciplines is not simply a matter of helping students work effectively with communication software and hardware, but, rather, also a matter of helping them to understand and to be able to assess – to pay attention to – the social, economic, and pedagogical implications of new communication technologies and technological initiatives that affect their lives. Scholars who took up this call included Barbara Blakely Duffelmeyer, who conducted studies involving the incorporation of "critical computer literacy" (an adaptation of Selfe's term) into first-year composition. ==== Communications across media, inside and outside school ==== The years following Selfe's address saw more rapid advancements in mobile technologies, social media, and Web 2.0, creating even more new venues of composing for teachers to pay attention to. In her own CCCC Chair's Address in 2004, Kathleen Blake Yancey cited these new venues in her argument as a "new curriculum for the 21st century," one that would bring "together the writing outside of school and that of inside." Such a curriculum, she said: is located in a new vocabulary, a new set of practices, and a new set of outcomes; it will focus our research in new and provocative ways; it has as its goal the creation of thoughtful, informed, technologically adept writing publics. A professor at Clemson at the time of her speech, Yancey also argued for the creation of an undergraduate major in composition and rhetoric. She soon moved to Florida State University, where she helped to establish a new major in line with the one she argued for at CCCC called Editing, Writing, and Media (EWM). As teachers and administrators across the country looked to incorporate more digital technology into their curriculum, the need for spaces for digital composition and for support with the innumerable digital composing platforms became apparent. A Digital Studio is one such space. === Link with writing centers === With the need for support for students who would engage with digital writing and multimedia projects, professionals involved with work in writing centers began to draw comparisons between their traditional work — assisting students with alphabetic texts on the page — and a new kind of work: assisting students with their multimedia projects on the screen. John Trimbur predicted in 2000: My guess is that writing centers will more and more define themselves as multiliteracy centers. Many are already doing so – tutoring oral presentations, adding online tutorials, offering workshops in evaluating web sources, and being more conscious of document design. To my mind, new digital literacies will increasingly be incorporated into writing centers not just as sources of information or delivery systems for tutoring but as productive arts in their own right, and writing center work will, if anything, become more rhetorical in paying attention to the practices and effects of design in written and visual communication — more product-oriented and perhaps less like the composing conferences of the process movement. Later, just months before Yancey delivered her CCCC Chair's Address, Michael Pemberton, writing in the Writing Center Journal, asked: As we enter an era when electronic publishing and computer-mediated discourse are the norm, an era when new literary genres and new forms of communication emerge on, seemingly, a weekly basis, we must ask ourselves whether writing centers should continue to dwell exclusively in the linear, non-linked world of the printed page or whether they should plan to redefine themselves – and retrain themselves – to take residence in the emerging world of multimedia, hyperlinked, digital documents. To put it plainly, should we be preparing tutors to conference with students about hypertexts? Pemberton also surveyed (by his account) the forty-year history of how "writing centers [have] viewed new technologies," observing that "the relationship between writing centers and computer technology has been, overall, only a cordial one." Pemberton's article is evidence of the continuing discussion among writing center professionals about the need for support for students' digital creations, support which they saw as analogous to work in writing centers. In 2010, a collection edited by David Sheridan and James Inman, Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, was published. Many of the chapters therein cite the above Trimbur and Pemberton quotes as they work to explain the exigence for the collection, the instances in which multiliteracy centers have been established (the founding of the Clemson Class of 1941 Studio for Student Communication is the subject of two chapters), and both theoretical and practical analyses of potential futures of such work. === 'Studio' vs. 'Center:' A break from the model === The conflation of digital studios and writing centers into multiliteracy centers is helpful in some respects, for example, administratively the two may be managed in similar ways and staffed by the same people. In other respects, it has been said that it is better to separate them into two distinct kinds of facilities. The very choice of naming a "writing center" or "digital studio" by either (or another) title, for instance, ought (according to some) to be informed by what kinds of student-activities are expected to take place there. A writing center is a place for individual students to seek help from individual writing
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Electronics

Electronics is a scientific and engineering discipline that studies and applies the principles of physics to design, create, and operate devices that manipulate electrons and other electrically charged particles. It is a subfield of physics and electrical engineering which uses active devices such as transistors, diodes, and integrated circuits to control and amplify the flow of electric current and to convert it from one form to another, such as from alternating current (AC) to direct current (DC) or from analog signals to digital signals. Electronic devices have significantly influenced the development of many aspects of modern society, such as telecommunications, entertainment, education, health care, industry, and security. The main driving force behind the advancement of electronics is the semiconductor industry, which continually produces ever-more sophisticated electronic devices and circuits in response to global demand. The semiconductor industry is one of the global economy's largest and most profitable industries, with annual revenues exceeding $481 billion in 2018. The electronics industry also encompasses other branches that rely on electronic devices and systems, such as e-commerce, which generated over $29 trillion in online sales in 2017. == History and development == Karl Ferdinand Braun's development of the crystal detector, the first semiconductor device, in 1874 and the identification of the electron in 1897 by Sir Joseph John Thomson, along with the subsequent invention of the vacuum tube which could amplify and rectify small electrical signals, inaugurated the field of electronics and the electron age. Practical applications started with the invention of the diode by Ambrose Fleming and the triode by Lee De Forest in the early 1900s, which made the detection of small electrical voltages, such as radio signals from a radio antenna, practicable. Vacuum tubes (thermionic valves) were the first active electronic components which controlled current flow by influencing the flow of individual electrons, and enabled the construction of equipment that used current amplification and rectification to give us radio, television, radar, long-distance telephony and much more. The early growth of electronics was rapid, and by the 1920s, commercial radio broadcasting and telecommunications were becoming widespread and electronic amplifiers were being used in such diverse applications as long-distance telephony and the music recording industry. The next big technological step took several decades to appear, when the first working point-contact transistor was invented by John Bardeen and Walter Houser Brattain at Bell Labs in 1947. However, vacuum tubes continued to play a leading role in the field of microwave and high power transmission as well as television receivers until the middle of the 1980s. Since then, solid-state devices have all but completely taken over. Vacuum tubes are still used in some specialist applications such as high power RF amplifiers, cathode-ray tubes, specialist audio equipment, guitar amplifiers and some microwave devices. In April 1955, the IBM 608 was the first IBM product to use transistor circuits without any vacuum tubes and is believed to be the first all-transistorized calculator to be manufactured for the commercial market. The 608 contained more than 3,000 germanium transistors. Thomas J. Watson Jr. ordered all future IBM products to use transistors in their design. From that time on, transistors were almost exclusively used for computer logic circuits and peripheral devices. However, early junction transistors were relatively bulky devices that were difficult to manufacture on a mass-production basis, which limited them to a number of specialised applications. The MOSFET was invented at Bell Labs between 1955 and 1960. It was the first truly compact transistor that could be miniaturised and mass-produced for a wide range of uses. Its advantages include high scalability, affordability, low power consumption, and high density. It revolutionized the electronics industry, becoming the most widely used electronic device in the world. The MOSFET is the basic element in most modern electronic equipment. As the complexity of circuits grew, problems arose. One problem was the size of the circuit. A complex circuit like a computer was dependent on speed. If the components were large, the wires interconnecting them must be long. The electric signals took time to go through the circuit, thus slowing the computer. The invention of the integrated circuit by Jack Kilby and Robert Noyce solved this problem by making all the components and the chip out of the same block (monolith) of semiconductor material. The circuits could be made smaller, and the manufacturing process could be automated. This led to the idea of integrating all components on a single-crystal silicon wafer, which led to small-scale integration (SSI) in the early 1960s, and then medium-scale integration (MSI) in the late 1960s, followed by VLSI. In 2008, billion-transistor processors became commercially available. == Subfields == == Devices and components == An electronic component is any component, either active or passive, in an electronic system or electronic device. Components are connected together, usually by being soldered to a printed circuit board (PCB), to create an electronic circuit with a particular function. Components may be packaged singly or in more complex groups as integrated circuits. Passive electronic components are capacitors, inductors, resistors, whilst active components are such as semiconductor devices; transistors and thyristors, which control current flow at electron level. == Types of circuits == Electronic circuit functions can be divided into two function groups: analog and digital. A particular device may consist of circuitry that has either or a mix of the two types. Analog circuits are becoming less common, as many of their functions are being digitized. === Analog circuits === Analog circuits use a continuous range of voltage or current for signal processing, as opposed to the discrete levels used in digital circuits. Analog circuits were common throughout electronic devices in the early years, in devices such as radio receivers and transmitters. Analog electronic computers were valuable for solving problems with continuous variables until digital processing advanced. As semiconductor technology developed, many of the functions of analog circuits were taken over by digital circuits, and modern circuits that are entirely analog are less common; their functions being replaced by hybrid approach which, for instance, uses analog circuits at the front end of a device receiving an analog signal, and then use digital processing using microprocessor techniques thereafter. Sometimes it may be difficult to classify some circuits that have elements of both linear and non-linear operation. An example is the voltage comparator, which receives a continuous range of voltage but only outputs one of two levels, as in a digital circuit. Similarly, an overdriven transistor amplifier can take on the characteristics of a controlled switch, having essentially two levels of output. Analog circuits are still widely used for signal amplification, such as in the entertainment industry, and conditioning signals from analog sensors, such as in industrial measurement and control. === Digital circuits === Digital circuits are electric circuits based on discrete voltage levels. Digital circuits use Boolean algebra and are the basis of all digital computers and microprocessor devices. They range from simple logic gates to large integrated circuits, employing millions of such gates. Digital circuits use a binary system with two voltage levels labelled 0 and 1 to indicate logical status. Often logic 0 will be a lower voltage and referred to as Low while logic 1 is referred to as High. However, some systems use the reverse definition (0 is High) or are current based. Quite often, the logic designer may reverse these definitions from one circuit to the next as they see fit to facilitate their design. The definition of the levels as 0 or 1 is arbitrary. Ternary (with three states) logic has been studied, and some prototype computers made, but have not gained any significant practical acceptance. Universally, computers and digital signal processors are constructed with digital logic circuits using transistors such as MOSFETs in the electronic logic gates to generate binary states. Logic gates Adders Flip-flops Counters Registers Multiplexers Schmitt triggers Highly integrated devices: Memory chip Microprocessors Microcontrollers Application-specific integrated circuit (ASIC) Digital signal processor (DSP) Field-programmable gate array (FPGA) Field-programmable analog array (FPAA) System on chip (SOC) == Design == Electronic systems design deals with the multi-disciplinary design issues of complex electronic devices and systems, such as mob
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Weak artificial intelligence

Weak artificial intelligence (weak AI) is artificial intelligence that implements a limited part of the mind, or, as narrow AI, artificial narrow intelligence (ANI), is focused on one narrow task. Weak AI is contrasted with strong AI, which can be interpreted in various ways: Artificial general intelligence (AGI): a machine with the ability to apply intelligence to any problem, rather than just one specific problem. Artificial superintelligence (ASI): a machine with a vastly superior intelligence to the average human being. Artificial consciousness: a machine that has consciousness, sentience and mind (John Searle uses "strong AI" in this sense). Narrow AI can be classified as being "limited to a single, narrowly defined task. Most modern AI systems would be classified in this category." Artificial general intelligence is conversely the opposite. == Applications and risks == Some examples of narrow AI are AlphaGo, self-driving cars, robot systems used in the medical field, and diagnostic doctors. Narrow AI systems are sometimes dangerous if unreliable. And the behavior that it follows can become inconsistent. It could be difficult for the AI to grasp complex patterns and get to a solution that works reliably in various environments. This "brittleness" can cause it to fail in unpredictable ways. Narrow AI failures can sometimes have significant consequences. It could for example cause disruptions in the electric grid, damage nuclear power plants, cause global economic problems, and misdirect autonomous vehicles. Medicines could be incorrectly sorted and distributed. Also, medical diagnoses can ultimately have serious and sometimes deadly consequences if the AI is faulty or biased. Simple AI programs have already worked their way into society, oftentimes unnoticed by the public. Autocorrection for typing, speech recognition for speech-to-text programs, and vast expansions in the data science fields are examples. Narrow AI has also been the subject of some controversy, including resulting in unfair prison sentences, discrimination against women in the workplace for hiring, resulting in death via autonomous driving, among other cases. Despite being "narrow" AI, recommender systems are efficient at predicting user reactions based on their posts, patterns, or trends. For instance, TikTok's "For You" algorithm can determine a user's interests or preferences in less than an hour. Some other social media AI systems are used to detect bots that may be involved in propaganda or other potentially malicious activities. == Weak AI versus strong AI == John Searle contests the possibility of strong AI (by which he means conscious AI). He further believes that the Turing test (created by Alan Turing and originally called the "imitation game", used to assess whether a machine can converse indistinguishably from a human) is not accurate or appropriate for testing whether an AI is "strong". Scholars such as Antonio Lieto have argued that the current research on both AI and cognitive modelling are perfectly aligned with the weak-AI hypothesis (that should not be confused with the "general" vs "narrow" AI distinction) and that the popular assumption that cognitively inspired AI systems espouse the strong AI hypothesis is ill-posed and problematic since "artificial models of brain and mind can be used to understand mental phenomena without pretending that that they are the real phenomena that they are modelling" (as, on the other hand, implied by the strong AI assumption).
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Virtual DOM

A virtual DOM is a lightweight JavaScript representation of the Document Object Model (DOM) used in declarative web frameworks such as React, Vue.js, and Elm. Since generating a virtual DOM is relatively fast, any given framework is free to rerender the virtual DOM as many times as needed relatively cheaply. The framework can then find the differences between the previous virtual DOM and the current one (diffing), and only makes the necessary changes to the actual DOM (reconciliation). While technically slower than using just vanilla JavaScript, the pattern makes it much easier to write websites with a lot of dynamic content, since markup is directly coupled with state. Similar techniques include Ember.js' Glimmer and Angular's incremental DOM. == History == The JavaScript DOM API has historically been inconsistent across browsers, clunky to use, and difficult to scale for large projects. While libraries like jQuery aimed to improve the overall consistency and ergonomics of interacting with HTML, it too was prone to repetitive code that didn't describe the nature of the changes being made well and decoupled logic from markup. The release of AngularJS in 2010 provided a major paradigm shift in the interaction between JavaScript and HTML with the idea of dirty checking. Instead of imperatively declaring and destroying event listeners and modifying individual DOM nodes, changes in variables were tracked and sections of the DOM were invalidated and rerendered when a variable in their scope changed. This digest cycle provided a framework to write more declarative code that coupled logic and markup in a more logical way. While AngularJS aimed to provide a more declarative experience, it still required data to be explicitly bound to and watched by the DOM, and performance concerns were cited over the expensive process of dirty checking hundreds of variables. To alleviate these issues, React was the first major library to adopt a virtual DOM in 2013, which removed both the performance bottlenecks (since diffing and reconciling the DOM was relatively cheap) and the difficulty of binding data (since components were effectively just objects). Other benefits of a virtual DOM included improved security since XSS was effectively impossible and better extensibility since a component's state was entirely encapsulated. Its release also came with the advent of JSX, which further coupled HTML and JavaScript with an XML-like syntax extension. Following React's success, many other web frameworks copied the general idea of an ideal DOM representation in memory, such as Vue.js in 2014, which used a template compiler instead of JSX and had fine-grained reactivity built as part of the framework. In recent times, the virtual DOM has been criticized for being slow due to the additional time required for diffing and reconciling DOM nodes. This has led to the development of frameworks without a virtual DOM, such as Svelte, and frameworks that edit the DOM in-place such as Angular 2. == Implementations == === React === React pioneered the use of a virtual DOM to make components declaratively. Virtual DOM nodes are constructed using the createElement() function, but are often transpiled from JSX to make writing components more ergonomic. In class-based React, virtual DOM nodes are returned from the render() function, while in functional hook-based components, the return value of the function itself serves as the page markup. === Vue.js === Vue.js uses a virtual DOM to handle state changes, but is usually not directly interacted with; instead, a compiler is used to transform HTML templates into virtual DOM nodes as an implementation detail. While Vue supports writing JSX and custom render functions, it's more typical to use the template compiler since a build step isn't required that way. === Svelte === Svelte does not have a virtual DOM, with its creator Rich Harris calling the virtual DOM "pure overhead". Instead of diffing and reconciling DOM nodes at runtime, Svelte uses compile-time reactivity to analyze markup and generate JavaScript code that directly manipulates the DOM, drastically increasing performance.
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ISO/IEC JTC 1/SC 6

ISO/IEC JTC 1/SC 6 Telecommunications and information exchange between systems is a standardization subcommittee of the Joint Technical Committee ISO/IEC JTC 1. It is part of the International Organization for Standardization (ISO) and the International Electrotechnical Commission (IEC), which develops and facilitates standards within the field of telecommunications and information exchange between systems. ISO/IEC JTC 1/SC 6 was established in 1964, following the creation of a Special Working Group under ISO/TC 97 on Data Link Control Procedures and Modem Interfaces. The international secretariat of ISO/IEC JTC 1/SC 6 is the Korean Agency for Technology and Standards (KATS), located in South Korea. == Scope == The scope of ISO/IEC JTC 1/SC 6 is “Standardization in the field of telecommunications dealing with the exchange of information between open systems including system functions, procedures, parameters as well as the conditions for their use. The standardization encompasses protocols and services of lower layers, including physical, data link, network, and transport as well as those of upper layers including but not limited to Directory and ASN.1.” Future Network has recently been added as an important work scope. A considerable part of the work is done in effective cooperation with ITU-T and other standardization bodies including IEEE 802 and Ecma International. == Structure == ISO/IEC JTC 1/SC 6 has three active working groups (WGs), each of which carries out specific tasks in standards development within the field of telecommunications and information exchange between systems. The focus of each working group is described in the group’s terms of reference. Working groups can be established if new working areas arise, or disbanded if the group’s working area is no longer relevant to standardization needs. Active working groups of ISO/IEC JTC 1/SC 6 are: == Collaborations == ISO/IEC JTC 1/SC 6 works in close collaboration with a number of other organizations or subcommittees, both internal and external to ISO or IEC. Organizations internal to ISO or IEC that collaborate with or are in liaison with ISO/IEC JTC 1/SC 6 include: ISO/IEC JTC 1/WG 7, Sensor networks ISO/IEC JTC 1/SC 17, Cards and personal identification ISO/IEC JTC 1/SC 25, Interconnection of information technology equipment ISO/IEC JTC 1/SC 27, IT security techniques ISO/IEC JTC 1/SC 29, Coding of audio, picture, multimedia and hypermedia information ISO/IEC JTC 1/SC 31, Automatic identification and data capture techniques ISO/IEC JTC 1/SC 38, Distributed application platforms & services (DAPS) ISO/TC 68, Financial services ISO/TC 122, Packaging ISO/TC 184/SC 5, Interoperability, integration, and architectures for enterprise systems and automation applications ISO/TC 215, Health Informatics IEC/SC 46A, Coaxial cables IEC/SC 46C, Wires and symmetric cables IEC/TC 48, Electrical connectors and mechanical structures for electrical and electronic equipment IEC/SC 48B, Electrical connectors IEC/TC 65, Industrial-process measurement, control and automation IEC/SC 65C, Industrial networks IEC/TC 86, Fibre optics IEC/SC 86C, Fibre optic systems and active devices IEC/TC 93, Design automation Some organizations external to ISO or IEC that collaborate with or are in liaison to ISO/IEC JTC 1/SC 6 include: European Conference of Postal and Telecommunications Administrations (CEPT) European Organization for Nuclear Research (CERN) European Commission (EC) European Telecommunications Standards Institute (ETSI) Ecma International International Civil Aviation Organization (ICAO) IEEE 802 LMSC (LAN/MAN Standards Committee) Internet Society (ISOC) International Telecommunications Satellite Organization (ITSO) ITU-T Organization for the Advancement of Structured Information Standards (OASIS) NFC Forum MFA Forum United Nations Conference on Trade and Development (UNCTAD) United Nations Economic Commission for Europe (UNECE) Universal Postal Union (UPU) World Meteorological Organization (WMO) CEN/TC 247/WG 4 == Member countries == Countries pay a fee to ISO to be members of subcommittees. The 19 "P" (participating) members of ISO/IEC JTC 1/SC 6 are: Austria, Belgium, Canada, China, Czech Republic, Finland, Germany, Greece, Jamaica, Japan, Kazakhstan, Republic of Korea, Netherlands, Russian Federation, Spain, Switzerland, Tunisia, United Kingdom, and United States. The 31 "O" (observing) members of ISO/IEC JTC 1/SC 6 are: Argentina, Bosnia and Herzegovina, Colombia, Cuba, Cyprus, France, Ghana, Hong Kong, Hungary, Iceland, India, Indonesia, Islamic Republic of Iran, Ireland, Italy, Kenya, Luxembourg, Malaysia, Malta, New Zealand, Norway, Philippines, Poland, Romania, Saudi Arabia, Serbia, Singapore, Slovenia, Thailand, Turkey, and Ukraine. == Published standards == There are 365 published standards under the direct responsibility of ISO/IEC JTC 1/SC 6. Published standards by ISO/IEC JTC 1/SC 6 include:
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